ONTO-EPISTEMIC CONSTRUCT FOR THE EDUCATIONAL INCLUSION OF UNIVERSITY STUDENTS WITH DISABILITIES

Abstract

This essay proposes the onto-epistemic construct as a conceptual framework to rethink the educational inclusion of university students with disabilities within the Venezuelan context. This construct articulates ontological and epistemological dimensions, promoting a more equitable, accessible, and diversity-sensitive education. Three fundamental principles are highlighted: interaction among all students, the transformation of deficit-based conceptions of disability, and the contextualization of the educational process according to the individual and social realities of each student. The essay identifies multiple barriers limiting the full participation of these students: architectural, attitudinal, curricular, methodological, legal, and institutional. In response, strategies such as continuous teacher training, personalized curricular adaptations, and the implementation of solid and sustainable public policies are proposed. Furthermore, teacher training must go beyond technical aspects, integrating socio-emotional and technological skills that allow addressing diversity from an empathic and critical perspective. For their part, curricular adaptations should not lower standards but rather facilitate different ways of accessing knowledge using flexible methodologies and accessible resources. Finally, inclusive policies must ensure effective compliance with current regulations, as well as investment in infrastructure, technology, and specialized support. In synthesis, this approach seeks to build a university where diversity is recognized as a pedagogical and social value, transforming practices, attitudes, and institutional structures towards a higher education system that is fairer, more humane, and committed to the rights of all people.